There is no doubt that American educators are engaged
in a criminal conspiracy to dumb-down the American people. Charlotte Iserbyt,
in her definitive book, The Deliberate Dumbing Down of America, has documented
the process so thoroughly that there can be no doubt about the intentions
of our educators and the fact that the conspiracy is being financed by
the richest liberal foundations and the federal government. John Taylor
Gatto, in his book, The Underground History of American Education, describes
how the conspiracy operates in the schools. He spent 30 years teaching
in public schools and knows intimately how the system works.

Then, of course, we have the famous words of the
National Commission on Excellence in Education, which reported in April
1983:

The educational foundations of our society are presently
being eroded by a rising tide of mediocrity that threatens our very future
as a nation and as a people….If an unfriendly foreign power had attempted
to impose on America the mediocre educational performance that exists
today, we might well have viewed it as an act of war. As it stands, we
have allowed this to happen to ourselves.

Incredible! An act of war! The Commission was telling
us that treason had been committed by our educators! That was written
twenty years ago, and the treason is still going on today.

Apparently, the educational leadership has its own
agenda and it will not be stopped. It is now so well entrenched by federal
legislation and funding, that the conspiracy has taken on the appearance
of normal national policy. When President George Bush and Senator Ted
Kennedy of Massachusetts re-authorized the Elementary and Secondary Education
Act of 1965, they simply extended the life of the conspiracy for another
six years, calling it the No Child Left Behind Act.

Extortion is also part of the routine criminality
practiced by our educators. For example, since 1965, the federal government
has been funding Title One of the ESEA which provides compensatory education
for socially and economically deprived children in the inner cities. So
far, in 38 years, over $125-billion has been spent on the program with
no improvement in the academic skills of these students. In other words
over $125-billion of taxpayers' money has been used in ways that have
not served the purposes of compensatory education. Isn't this misuse of
money called extortion, and isn't extortion considered a crime?

What is crime? Noah Webster, in 1850, defined it
as:

An act which violates a law, divine or human; an
act which violates a rule of moral duty; an offense against the laws of
right, prescribed by God or man, or against any rule of duty implied in
these laws. A crime may consist in omission or neglect, as well as in
commission, or positive transgression.

Webster's New World Dictionary, published in 1988
omits, "an act which violates a rule of moral duty" from its definition
of crime. In today's world of moral relativism, there can be no moral
duties. Yet, American educators can be accused of violating their moral
duty to teach their students to read, write and do arithmetic, because
their state constitutions call for the state to educate all children in
these basic subjects.

Our educators have also become legal drug pushers,
forcing six million children to take mind altering drugs in order to become
more malleable for a criminally conceived curriculum. The use of the whole-word
method, known as Whole Language, deliberately creates reading disability
and the condition called dyslexia. Children know that something terrible
is being done to them, but they don't know how it is being done. And so
they become angry and frustrated and their behavior reflects their hatred
of the school.

So now the educators have a perfectly plausible
reason for drugging the kids. Most parents prefer to believe a credible
lie-that there is something wrong with Johnny-than an incredible truth-that
their child is the victim of deliberate educational malpractice.

Children come to school having learned to speak
their own language all by themselves, and thus they feel quite intelligent.
But the deliberate dumbing down process makes them feel dumb, inadequate,
and disabled. And they are told that they were born that way and must
learn to live with their artificially induced disability.

Of course, all of this could have been avoided had
the child been taught to read with intensive, systematic phonics. But
that is why the educators don't teach intensive, systematic phonics. They
want to create disabled children who will be put on drugs and in expensive
special education classes. More financial extortion by the educators!

Another important component of this criminal enterprise
is the exposure of children from kindergarten onwards to sexual perversion.
In Massachusetts, a sex seminar for teenagers taught the youngsters some
of the most depraved practices of homosexuality. Was that not a form of
child molestation? The promotion of the gay lifestyle as a desirable alternative
to normal heterosexuality is fast becoming part of the sex ed curriculum.

To sum it up, children, in the hands of these educators,
are at risk in four ways: academically, spiritually, morally, and physically.

The academic risk is that the child will become
intellectually crippled by the teaching methods and relegated to a life
far below his or her original potential.

The spiritual risk is that the child will be taught
that evolution is not a theory but fact and that he or she is an animal
and that God does not exist, and that worship of Satan is an acceptable
spiritual expression.

The moral risk is in being taught that premarital
sex is okay, that experimentation with drugs is a matter of private decision
making and that the child's decisions should not be thwarted by parents'
old-fashioned moral values based on superstitious religion.

And the physical risk can be summed up in the word
"Columbine"

Millions of children are thus condemned to lead
lives as intellectual cripples, stunted in mental growth, spiritually
empty, open to vicious temptations without a moral code to protect them.

This criminal enterprise has become totally impervious
to rational reform. The only sensible thing that parents can do is remove
their children from these schools and put them in private schools or teach
them at home. Parents still have the freedom to take matters into their
own hands. If they don't, then it is the children who will suffer.

Samuel L. Blumenfeld is the author of eight
books on education, including “Is Public Education Necessary?” and “The
Whole Language/OBE Fraud,” published by The Paradigm Company, 208-322-4440.His reading instruction program, “Alpha-Phonics,” is available
by writing The Tutoring Company, P.O. Box 540111,Waltham, MA 02454-0111.www.alpha-phonics.comwww.howtotutor.com